Teaching Internship Research Articles

A comparative study of teaching internship practices: Insights from Can Tho University and Quirino State University

This study compares the implementation of teaching internship (TI) guidelines and practices at the School of Education, Can Tho University (CTU), Viet Nam, and the College of Teacher Education, Quirino State University (QSU), the Philippines. Using a qualitative research approach, the study applied Braun and Clarke’s (2006) thematic analysis with Delve Software for coding. Data was collected through document analysis. Findings reveal that while both universities share certain aspects in the implementation of guidelines and practices, notable differences were also observed. These distinctions present valuable opportunities for both institutions to improve and enhance their teaching internship programs.

Evaluating Effectiveness and Challenges in B.Ed. Student Teacher Internships

The B.Ed. internship program is essential for teacher preparation, but its effectiveness in preparing future educators for diverse classrooms requires ongoing evaluation. The school internship programme in teacher education is changing from a pre-specified practice-teaching approach to a more comprehensive approach, as emphasized by the NCTE Regulations, 2009 and 2014 respectively. The 2009 regulations expanded the scope of practice-teaching by emphasizing the importance of student-teachers experiencing all school activities and programs. The 2014 regulations further strengthened the component of ‘Field Engagement’ by prescribing a longer duration of 15 weeks. In the present paper researchers has made an attempt to examines the effectiveness and challenges of B.Ed. student teacher internships, focusing on skill development, support structures, and resource availability. It also investigates the program’s impact on student teachers’ confidence in managing diverse classrooms and fostering student success with varying needs and abilities perception of student teachers about the engagement of 15weeks (15+2 weeks) with the field in B.Ed. 3 rd. semester. Internship Programme as per the curriculum of Guru Nanak Dev University Amritsar Punjab. The present study aims to evaluate the effectiveness and challenges faced by student teachers during their internship. The sample consisted of 180 student-teachers selected from B.Ed. colleges of Amritsar district through random sampling. The study, utilizing an open-ended questionnaire, revealed that student-teachers encountered numerous challenges during their internship in the 3rd semester of B.Ed., highlighting the challenges faced by both students and educators.

뉴욕주의 진로교육 담당 교사 양성과정 탐색: 고교학점제 시행 맥락에서 한국의 진로전담교사 양성과정에 주는 시사점을 중심으로

[Purpose] This study aims to explore career education teacher training programs in the US, one of the leading countries in career education, to draw implications for Korea. [Methods] New York State was chosen due to its long history of using school counselors for career education and the ease of accessing data. The analysis includes state-level standards and specific training programs. [Results] The analysis revealed that New York State's career education teacher training programs were not limited to in-service teachers. Additionally, the programs place a significant emphasis on understanding ‘ALL students,’ including minority students, and require substantial internship and practicum hours for pre-service teachers. [Conclusion] Based on the findings, the study suggests that Korea should reconsider the selection criteria for career counselors, increase emphasis on understanding diverse learners, and establish credit and practicum regulations.

Preparedness of the vocational higher-order thinking skills of pre-service teachers during internship program implementation

This research aims to analyze the vocational higher-order thinking skills (V-HOTS) of pre-service teacher interns at teacher education colleges during an internship at vocational high schools. The research employed mixed methods through (1) observation and evaluation of student preparations, (2) semi-structured interviews on the role of teachers in improving V-HOTS in schools, and (3) distributing questionnaires of students' perceptions to the tenth grade across six vocational high schools divided into two clusters. The results demonstrate that the intern teachers succeeded in mastering V-HOTS according to students' perceptions, where they achieved scores that far exceeded the previously set standards. Further statistical analysis revealed significant differences in perceptions between the two groups of intern teachers (Clusters I and II), indicating variations in the understanding or application of V-HOTS between the two groups. This implies that the pre-service teacher interns in Cluster II have better V-HOTS in implementing internship programs, although the schools in Cluster II are less supportive of information and communication technology (ICT). This research provides insights into the effectiveness of V-HOTS among pre-service teacher interns, suggesting that additional support and resources might be needed in schools that are less supportive of ICT to ensure consistent application of V-HOTS.

Problem Faced by Indonesian Internship Students in Thai English Language Teaching Classroom Context

What are the problems faced by Indonesian internship students in Thai English Language Teaching Classrooms Based on the problem statement, the proposed objective is to find out the problem or the obstacles experienced by internship students in English language teaching classrooms while teaching in Thailand School. Considering the different cultural backgrounds, this research is expected to explore the internship problems and whether internship students experience any cultural issues. This research uses a qualitative method that explores cross-cultural communication issues in participants, according to Creswell (2018, p. 294) In most cases, qualitative research presents the data, interprets the data, validates it, and shows the potential of the research results in order to expand the steps of data analysis and the methods used. In qualitative research, the social context is taken into consideration while examining events from the perspectives of the individuals being studied. This includes research that uses interpretative naturalistic techniques (Denzin & Lincoln, 2005 Kihlgren, 2016). The findings of the interviews from the three domains of problems faced by the internship students during the teaching internship program are based on the findings of the interview results that have been conducted by the researcher. 1. Teaching Learning Aspects as the Problem in ELT Classroom, 2. Personal Aspects as the Problem in ELT Classroom, 3. Communication Aspects as the Problem in ELT Classroom. Based on the findings that the researcher has found, the difficulties experienced by internship students during the internship program are quite varied, so it is in accordance with the problems found by the researcher that the main problems experienced by internship students in the internship program come from the cross-cultural problems that occur in English language teaching classrooms.

Field Work Practice Monitoring System to Support Practical Activities for Vocational High School Students

Internship (INTERNSHIP) is an important part of the vocational education curriculum in vocational high schools, including SMK Negeri 1 Gesi. However, its implementation often faces various obstacles, such as inefficient communication, delayed reporting, and difficulties in monitoring student progress. To address these issues, an Internship monitoring system has been developed with the aim of optimizing the learning process. Therefore, this research aims to develop a internship monitoring system that is suitable for use by vocational high school students to support their activities. The research method applied in this study is research and development adopting the Alessi & Trollip model. The research subjects include software/media experts, content experts, and teachers. Data collection is carried out using observation, interviews, and questionnaires. The data obtained from the research is then analyzed qualitatively descriptively and quantitatively in terms of percentage. The research results show that in the alpha testing phase, the internship monitoring system product received a High Validity qualification from experts. Based on these results, it can be concluded that the internship monitoring system product deserves the category of high feasibility to use as an application or system to support a series of internship activities, both for teachers and students.

Articulating the supervisory functions of university supervisors in vocational education and training teaching internship

This article examines supervisory practices in vocational education and training teaching internships within a blended-learning system. Using a multiple-case study of five triads made up of a university supervisor, a cooperative teacher from the workplace and a student teacher, practices were analysed through the lens of supervisory functions: support, mediation between theory and practice, collaboration, evaluation and internship management. Findings show that support and evaluation practices are dominant within triads. The management function is characterized by practices surrounding the selection and use of digital tools to supervise student teachers in a blended-learning system. The collaboration function appears to be inconsistent from one triad to another, while the mediation between theory and practice function plays a limited role in the practices of all supervisors, despite being identified as one of their main responsibilities.

TPACK Ability Test for Junior College Teacher Internship Students in Primary School Chinese

Background and Aims: TPACK (Technological Pedagogical and Content Knowledge) is an essential ability for teachers in the digital era that has a high effect on the quality of basic education. In this paper, 55 junior college teacher education students in the class of 2021, majoring in elementary education as teacher education students in Guangxi, were measured at the beginning of their educational internships to understand their level of TPACK. Methodology: Using a homemade TPACK measurement tool, a test paper, which experts had evaluated. Research results indicate that the scores in the seven dimensions of TK, PK, CK, TPK, TCK, PCK, and TPCK range from 30.5% to 61%, among which TPK was the highest and TK was the lowest. Overall, the TPACK ability was at a low level. Results: Results showed that the TPACK test results of teacher education students of primary school Chinese will provide an important basis for formulating TPACK improvement strategies in the internship stage. Conclusion: The results show that measuring TPACK competency in Chinese teacher education students in elementary schools is an essential first step toward developing focused tactics to improve TPACK in the internship stage. This realization emphasizes how important it is to match educational interventions to particular skill development requirements to maximize teaching efficacy in elementary school environments.

Exploring the impact of preservice teacher internship programs on students’ perception of the teaching profession

This study aims to analyze how the preservice teacher internship program influences students’ perception of the teaching profession by examining the variables of reaction, learning experiences, behavior, and the mediating role of results. By examining these variables, the study synthesizes findings from multiple studies and incorporates them. Using a survey conducted among students at a university in Medan, Indonesia, the study collected data electronically through the distribution of a questionnaire via Google Forms. The sample consisted of 252 students, and partial least square structural equation modeling (PLS-SEM) was employed to analyze the data. The outer models (measurement) and inner model (structural relations among latent variables) were validated and evaluated. The results indicate significant positive direct effects of reaction, learning, and behavior on results. Moreover, the results from the preservice teacher internship program have a significant positive effect on students’ perceptions. The study also reveals that results act as a partial mediator in the relationships between behavior and perception, learning and perception, and reaction and perception.

Teaching in vocational training – the connection between mental health and the COVID-19 pandemic: an experience report

This paper deals with the importance of valuing the teaching-learning process. The active participation of the learner enables the production of reflective exchanges, together with the teacher, generating knowledge. The connection between the themes of Mental Health and Pandemic and their interfaces was the starting point for the development of lesson planning, linked to the training process. The aim of the study was to describe a teaching internship experience in the context of a doctorate, with undergraduate nursing students in their 6th term, in the subject of Mental Health Promotion. The methodology applied was the construction of a dialogued lecture, with the aim of implementing the stages of the proposed activities. The active listening and experience that the students witnessed during the pandemic and their perceptions of mental health were linked to the training process. As a result, it can be identified that the development of the "teaching" stages was assertive, promoting the development of critical-reflective thinking on thematic connectivity and the construction of a process of interaction between teacher and learner, enabling the transformation of both.

Readiness of Education Students in Teaching Internship Basis for Student Teaching Internship Enhancement Program (STIEP)

Teaching internships provide trainees with the opportunity to understand the qualities of good teaching and identify their readiness for the profession. Continuous teacher development is crucial throughout their career, especially in the changing world and lifestyles. A study involving 28 education students at a private Higher Education Institution (HEI) assessed their readiness for teaching internships, leading to the development of a Student Teaching Internship Enhancement Program (STIEP). The results showed that students have a moderate level of need in nine out of ten items, with communication skills being the most needed. Other areas with moderate needs included classroom management, curriculum standards, questioning skills, concept readiness, lesson planning, teaching strategies, assessment, and ICT. To provide meaningful learning experiences, the STIEP should expose students to activities anchored to their specific needs

Research on the Cultivation Path of "Dual-teacher" Teacher Team in Higher Vocational Colleges Based on the Integration of Industry and Education

The essence of "dual-teacher" teacher team in higher vocational education remains that of educators, who should possess both theoretical and practical teaching capabilities. This requires teachers to have proficient industry practice skills and the ability to demonstrate these skills through various teaching methods to better assist in enhancing students' practical abilities. This article explores the establishment of a platform for cultivating "dual-teacher" teacher teams through the integration of industry and education, focusing on improving the practical and teaching abilities of higher vocational teachers. It discusses collaborative efforts with industry associations and enterprises to establish long-term and relatively stable cooperative forms, exploring diverse cooperative paths. The implementation of seven projects is proposed to promote the cultivation of "dual-teacher" teacher teams in higher vocational education. These projects include enterprise internships for higher vocational teachers to gain practical experience, the construction of full-time and part-time teacher teams, training and assessment for professional skill level certificates, engaging in social services, the development of practical training facilities, and the construction of course resources and innovation in teaching methods and reforms. These initiatives aim to foster a "dual-teacher" teacher workforce that is well-equipped with both theoretical knowledge and practical skills, thereby enhancing the quality of higher vocational education.

Effects of teaching internships on preservice teachers’ noticing in secondary mathematics education

In this study, we examined the effects of teaching internships and related opportunities to learn, such as conducting lessons or reflecting on teaching practice, on the three facets of teacher noticing, perception, interpretation, and decision-making. Cross-lagged effects of these facets were examined to include reciprocal influences of the facets on each other and to facilitate insights into the development of teacher noticing and how its three facets can predict this development. In detail, this study addressed the research questions of whether and to what extent teacher noticing changes over the course of a teaching internship and how teaching internship process variables influence changes in teacher noticing skills. Based on a sample of 175 preservice teachers from six German universities, we studied professional noticing using a video-based pre- and posttest approach. The results indicated a significant improvement in all three facets of teacher noticing over the course of the internship with small effect sizes, and interpretation was a key facet in this development, having an autoregressive impact as well as influencing the development of perception and decision-making. Only some opportunities to learn within the teacher internship showed a significant impact on teacher noticing skills. For instance, connecting theory and practice and reflecting on practice seemed to foster teacher noticing skills, while the sole process of teaching had no effects on interpretation or decision-making, and even had a negative effect on perception. Overall, the study demonstrated the potential of teaching internships for the development of preservice teachers’ noticing skills and highlighted areas for improvement.

School Principal Management In Improving Teacher Competency Vocational School In Jambi Province

This research aims to look at the phenomenon of school principal management in improving teachers' pedagogical and professional competence. Principal management includes planning, implementation, supporting and inhibiting factors and evaluation carried out by the principal. This research uses a qualitative phenomenology approach which was carried out at State Vocational High Schools in Jambi Province. Data collection techniques include interviews, observation and documentation. The research was carried out at SMK Negeri 4 Sarolangun, SMK Negeri 4 Jambi City and SMK Negeri 4 Tanjung Jabung Timur. Research subjects included school principals, deputy principals, heads of skills programs, teachers and school staff. Research results: (1) principal planning in the form of teacher needs analysis, in house training, teacher internship program, bringing in guest teachers, upskilling and reskilling programs, (2) implementation includes: learning planning, application of learning methods, classroom management, professional development , collaboration with colleagues, curriculum understanding, use of educational technology, teacher skills development, educational research and measurement and evaluation. (3) The supporting factors are: leadership commitment, teacher empowerment, providing space for teachers to develop initiatives. Meanwhile, the inhibiting factors are budget limitations, resistance to change, unavailability of human resources, teachers' insufficient ICT capabilities and lack of support from related parties. (4) Evaluations carried out by school principals include teacher performance assessments, evaluation discussions with teachers, training and professional development. Based on the research findings, it was concluded that management was carried out directly by the school principal in improving the competency of State Vocational School teachers in Jambi Province. Recommendations were submitted to the Indonesian Ministry of Education and Culture, the Jambi Provincial Education Office and the Industrial and Business World to develop teacher competencies in accordance with industry needs.

Teacher Education in India: Challenges and Suggestions

Teacher education encompasses all the components that are designed to give student teachers the fundamental ability for which they can carry out their jobs in the real world. The present study made an effect to study the teacher education in India with special reference to challenges and suggestions to resolve the challenges. The study highlighted about the different kind of teacher education program around the nation along with challenges such as lack of human resources, Inappropriate teaching internship, lack of supervision, attitudinal barrier, incompetent teacher educators, lack of infrastructure, admission procedure, lack of professionalism, funds, qualification issues and some suggestions are pointed out to maintain the standard of Teacher Education in India. This study also includes the major recommendations of NEP (2020) with regard to teacher education.

Positioning Field Supervisors at the Hub of Clinically Focused Teacher Preparation

ABSTRACT Clinical supervisors serve an essential role in the field of teacher preparation. Despite acknowledgment of the complexity of this work, supervisors are often marginalized, provided inadequate support in their roles, and seen as evaluators for individual student teachers as opposed to part of a larger program. Instead of positioning clinical supervisors at the fringes of our teacher preparation program, we reorganized our teaching internship to center supervisors as the hub connecting interns, collaborating mentor teachers, districts, and faculty. In this manuscript we share benefits of this relational model coupled with ongoing challenges. In the field of teacher preparation, there is a longstanding call for coherent preparation models that focus on, among other factors, the dynamic integration of clinical practice, the rigorous selection of clinical educators and coaches from both higher education and the PK-12 sector, and the designation of specific sites to support ongoing clinical preparation (AACTE, 2018; Darling-Hammond, 2014; Hands & Rong, 2014; McDonald et al. 2013, 2014; National Council for Accreditation of Teacher Education, 2010). Essential to implementing these models are those who serve as clinical supervisors.

Reflection using mobile portfolios during teaching internships: tracing the influence of mentors and peers on teacher self-efficacy

ABSTRACT Digital portfolios offer opportunities for reflection and collaboration in teacher education. However, the affordances of mobile devices have scarcely been explored in this context. A mixed-methods study was conducted wherein 44 student teachers collaboratively used a mobile portfolio app for reflection with peer students and mentors during teaching internships. The analysis focused on the collaborative content of mobile portfolios and its relationship with self-reported outcomes after the internship. The results showed that portfolios often included multimedia records (i.e. pictures, video and audio) of student activity in the classroom and written reflections on teaching strategies. Mentors recorded more videos in portfolios, while peer records varied and correlated with student teachers’ self-efficacy gains. Cluster analysis showed higher teacher self-efficacy gains when all collaborators actively contributed to the portfolios. These findings highlight the importance of mentors and peers when using mobile devices for reflection during teacher education internships.

Survey of the Effects of Law 21 on Students and Staff in Faculties of Education in Québec

A working group of the Observatoire sur la Formation à la Diversité et l’Équité conducted a survey of the impacts of Law 21, the Act respecting the Laicity of the State, during its first year of application on faculties and departments of education across Québec. Although the law is not supposed to affect universities or student teachers, since they are not employees of the Centres de services scolaires or school boards, findings from among the 972 survey respondents (students and staff in Québec faculties of education) associate Law 21 with negative and discriminatory treatment of student teachers during teaching internships, more polarized and conflictual interactions in university classrooms, and negative effects on the well-being, as well as academic and professional achievement, of students. The survey shows that discriminatory situations or effects related to Law 21, as reported by respondents, disproportionally affect those who are undergraduate students, identify as female, are immigrants or of immigrant background, have a first language other than French, and belong to a visible or religious minority. It also indicates that Québec universities have adopted specific measures in response to Law 21 to try to prevent such discriminatory experiences, but some of these have had stigmatizing or exclusionary effects.

EFL PRE-SERVICE TEACHERS’ ANXIETY DURING TEACHING PRACTICE

The struggles that currently being the research interest in education is Pre-Service Teacher Anxiety. The anxiety can be seen not only “before” and “after”, but also "during" the experiences of the learning and teaching process with the learners. Can (2018) mentioned that among the pre-service teachers during the teaching practicum, they reported about their feeling of anxiousness during the process of teaching internship. Therefore, this research aims to identify the anxiety score and anxiety level of the Pre-Service Teacher during the teaching internship. The participant was the Pre-Service Teacher from universities in Indonesia. The research will use mixed methods as the methodology. Data will also be gathered from questionnaires and in-depth interview. The questionnaire is adapted from Student-Teacher Anxiety Scale (STAS) by Hart in (1987). From the result the researcher can define score and level of the Pre-Service Teacher anxiety during the teaching internship. Therefore, the process to be a Pre-Service Teacher in English Language Education needs to be equipped with sufficient training to lessen the anxiety, such as workshop and training courses.

Improving high school students’ speaking skill through role play strategy: A classroom action research

This study utilized Classroom Action Research and was carried out during a teaching internship in a Junior High School in Batam, Indonesia involving 20 eighth-grade students. The objective of the study is to investigate the impact of implementing the Role Play Strategy on students' attitude, interest, and effort in practicing English speaking skills. The research was structured into distinct stages, including planning, action, observation, and reflection. The research instruments used were observation, pre-test, and post-test. The students were initially observed during their English lessons, after which the pre-test and post-test were administered to evaluate the improvement in their speaking skills. A rubric was devised to assess the students' speaking skills across various aspects. The post-test results revealed a significant improvement in the students' scores compared to the pre-test, demonstrating the effectiveness of the Role Play Strategy in enhancing their speaking abilities. The students' average score for the pre-test was 67.85 points, while their average score for the post-test was 73 points after the implementation of Role Play. Therefore, it can be concluded that the use of Role Play Strategy in classroom instruction is an effective approach for promoting students' speaking skills. The result suggests that the teachers should use creative and modified teaching materials to improve students' curiosity in learning English.